the major purpose of this guide is to develop the ... · document resume ed 028 283 08 vt 008 055...

DOCUMENT RESUME

ED 028 283 08 VT 008 055

By-Macconnell, James D.; And OthersA Guide for Planning Facilities for Occupational Preparation Programs for Medical X-Ray Technicians.Research 31.

Ohio State Univ., Columbus. Center for Vocational and Technical Education.Spons Agency-Office of Edvcation.(DHEW), Washington, D.C.Bureau No-BR-7-0158Pub Date Apr 69Grant- 0EG-3-7-000158-2037Note-61p.Avaable from-The Center for Vocational and Technical Education, The Ohio State University, 1900 KennyRoad, Columbus, Ohio 43210 ($2.00)

EDRS Price MF-$0.50 HC-$3.15Descriptors-Annotated Bibliographies, *Educational Facilities, Educational Planning, Educational Specifications,*Facility Guidelines, Facility Requirements, Health Occupations Education, Tnstructional Programs,*Laboratories, *Medical Laboretory Assistants, *Radiographers, Rating Scales, Records (Forms), SoaceUtilization

The major purpose of this guide is to develop the necessary information for thewriting of educational specifications to house medical x-ray technician programs. Theguide is also designed to: (1) assist planners in the formation of creative housingsolutions for desired educational programs, (2) prevent important considerationsfrom being overlooked in the facility planning process, and (3) encourage logical andsystematic facility planning. The guiicle is organized under four major parts: (1)Introduction, a discussion of purposes, assumptions, recent trends, anci guidingprinciples, (2) The Instructional Program, information on medical x-ray techniciantraining objectives and the kings of programs to implement them, (3) Distinct Types ofInstructional Areas, the actual space desired to house the programs, and (4)Annotated Bibliography, a list of reference sources. A related document is "A Guide toSystematic Planning for Vocational and Technical Schools" (VT 007 825). (MU)

THE CENTER FOR VOCATIONALAND TECHNICAL EDUCATION

A GUIDEFOR PLANNING

FACILITIES FOROCCUPATIONAL

PREPARATIONPROGRAMS for MEDICAL X-RAY TECHNICIANS

THE OHIO STATE UNIVERSITY1900 Kenny Rd., Columbus, Ohio, 43210

r-o

The Center for Vocational and Technical Education hasbeen established as an independent unit on The Ohio StateUniversity campus with a grant from the Division ofComprehensive and Vocational Education Research, U. S.Office of Education. It serves a catalytic role inestablishing consortia to focus on relevant problems invocational and technical education. The Center iscomprehensive in its commitment and responsibility,multidisciplinary in its approach, and interinstitutionalin its program.

The major objectives of The Center follow:

1. To provide continuing reappraisal of therole and function of vocational and tech-nical education in our democratic society;

2. To stimulate and strengthen state, regional,and national programs of applied researchand development directed toward the solutionof pressing problems in vocational andtechnical education;

3. To encourage the development of research toimprove vocational and technical educationin institutions of higher education andother appropriate settings;

4. To conduct research studies directed towardthe development of new knowledge and newapplications of existing knowledge invocational and technical education;

S. To upgrade vocational education leadership(state supervisors, teacher educators,research specialists, and others) throughan advanced study and inservice educationprogram;

6. To provide a national information retrieval,storage, and dissemination system forvocational and technical education linkedwith the Educational Resources InformationCenter located in the U. S. Office ofEducation.

RESEARCH SERIES NO. 31

INTERIM REPORTGRANT NO. OEG-3-7-000158-2037

A GUIDE I41011 1\11 FACILITIES POR1

OCCII1M7=7.141ARXI ION I ROGRAN1S

FOR N1EDICAL X-RM TECHNICIANS

JAMES DI MACCONNELLFRANK BRUNETTIJOSEPH HANNONEDWIN RIOSCLARKE SCHILLER

U.S. DEPARTMENT Of HEALTH, EDUCATION & WELFARE

OFFICE Of EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS Of VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE Of EDUCATION

POSITION OR POLICY.

THE CENTER FOR VOCATIONAL AND TECHNICAL EDUCATIONTHE OHIO STATE UNIVERSITY.1900 KENNY ROAD

COLUMBUS, OHIO 43210

APRIL 1969

This publication was prepared pursuant to a grant with the Office ofEducation, U.S. Department of Health, L 1.scation and Welfare. Contractorsundertaking such projects under Government sponsorship are encouraged toexpress freely their judgment in professional and technical matters. Points ofview or pinions do not, therefore, necessarily represent official Office ofEducation position or policy.

FOREWORD

One of the most fundamental concerns in planning for vocationaland technical education facilities is that of assuring that educa-tional requirements dictate the nature of the facilities. Otherconcerns include planning a sufficiently adaptable and flexiblestructure to permit needed modifications and programmatic changesover the lifetime of the building. Experiences have shown thatadequate manuals and guide materials can provide substantialassistance in planning educational facilities. This document is aguide for planning facilities for occupational preparation programsfor medical X-ray technicians. The information recorded in theguide is to be used in the preparation of educational specifications.

The guide lists a series of pivotal questions about the educa-tional program to be offered. The answers to these programquestions bear directly on the numbers and kinds of instructionalareas needed in the cmtemplated facilities. After programdecisions are recordea, the guide provides for the description ofinstructional areas needed to mee: program requirements. Much ofthe material is presented in a checklist format which allows forconsideration of alternatives in facility planning.

The guide was designed for use by any person or groups ofpersons responsible for planning medical X-ray technology facilities.It is anticipated that knowledgeable persons such as medical X-raytechnology instructors, state supervisors, university school plantplanners, and local administrators will find the guide a usefulplanning tocl. The guide can also be used for instructionalpurposes at universities, colleges, seminars, and institutes.

This guide is the ninth in a series being developed by TheCenter. Subsequent guides will be published for dental technology.The first eight guides developed were in the fields of homeeconomics, machine trades, data processing, business and officeoccupations, laboratory animal science, electrical technology,automotive services, and metallurgy. All guides follow the generalformat developed by The Center project staff and M. J. Conrad,head, Administration and Facilities Unit, College of Education,The Ohio State University. Vocational educators should also referto A Guide to Systematic Planning for Vocational and TechnicalSchools.

The Center for Vocational and Technical Education, The OhioState University, worked cooperatively with James D. MacConnell,Frank Brunetti, Joseph Hannon, Edwin Rios, and Clarke Schiller atthe School Planning Laboratory, School of Education, StanfordUniversity, in preparing this planning guide. Center projectstaff members were Richard F. Meckley, Ivan E. Valentine, and ZaneMcCoy.

The Center is grateful to the many individuals and groups whoseassistance and suggestions led to the successful conclusion of the

project.Robert E. Taylor, DirectorThe Center for Vocationaland Technical Education

CONTENTS

PART I INTRODUCTION

3 Purpose of Guide3 Organization of Guide4 Underlying Assumptions4 Recent Instructional Trends5 Guiding Principles

PART II THE INSTRUCTIONAL PROGRAM

7 Basic Program Features9 Educational Objectives

11 Program Content Areas12 Planning Instructional Areas by Modes of Learning13 Specialized and Multi-use of Instructional Areas13 Occupational Preparation Programs to be Offered14 Instructions for Completing Form A17 Form A--Basic Program Information

PART III ,DISTINCT TYPES OF INSTRUCTIONAL AREAS TO BE PROVIDED

21 Quantitative Facility Needs23 Instructions for Completing Form B25 Form B--Lecture/Demonstration Area Requirements

by Content Areas27 Instructions for Completing Form C29 Form C--Seminar Area Requirements by Content Areas31 Instructions for Completing Form D33 Form D--Laboratory Area Requirements by Content

Areas34 Form E--Summary of Facility Requirements for Medical

X-ray Technician Occupational Preparation Programs35 Qualitative Facility Needs36 Form F--Description of Lecture/Demonstration Areas40 Form G--Description of Seminar Areas43 Form H--Description of Medical X-ray Laboratory

Areas50 Form I--Additional Planning Considerations

PART IV ANNOTATED BIBLIOGRAPHY

51 Selected References

v/v

A GUIDE FOR I IANNING I'ACIIAI I IES FOR

OCCUMIONAL PREPARATION PROGRAMS

FOR NIEDICAL X-RA"FECIINICIANS

PART I

INTRODUCTION

PURPOSE OF GUIDE

The major purpose of this guide is to develop the necessaryinformation for the writing of educational specifications tohouse medical X-ray technician programs.

In addition to the major purpose of provi-Ang important andcomprehensive information to be incorporated in educationalspecifications, the guide is also designed to:

Assist planners in the formation of creative housingsolutions for desired educational programs.

Prevent important considerations from being overlookedin the facility planning process.

Encourage logical and systematic facility planning.

ORGANIZATION OF GUIDE

The facility planning guide is organized under four majorheadings or parts:

Part I (Introduction) is a discussion of the major purpose,the underlying assumptions, recent instructional trends, and theguiding principles.

Part II (The Instructional Program) gives important informa-tion on medical X-ray technician training objectives and the kindsof programs which will be organized to implement them.

Part III (Distinct Types of Instructional Areas to beProvided) describes in detail the actual spaces desired to housethe program.

Part Iv is an annotated bibliography of reference sourceswhich offe- a more detailed treatment of the various phases offacility planning.

oz/3

UNDERLYING ASSUMPTIONS

Important assumptions were made in the preparation of thisguide. They were:

Major educational program decisions have or are being madeContent of instruction has been determined through educa-tional surveys, advisory committees, school board study,etc. Instructional methods have been determined byqualified professors, instructors and other appropriatestaff members. To assure adequate educational programplanning the guide will ask important questions which mayserve as guidelines to such planning.

A cooperative and collaborative relationship has beenestablished with knowledgeable local agencies who areaware of economic, political, and social conditions whichmust be taken into account in short- and long-rangeeducational planning.

Educational, economic, political, and social planning hasrevealed the approximate numbers and kinds of students(school-age and adult) to be served by the proposed school.Such information has been provided by enrollment projections,census tract data, student interest studies, etc.

The information recorded in this document will be used inthe preparation of educational specifications for use byan architect(s) in facility design.

Sufficient funds are or can be made available to supportboth the provision of facilities and the operation of thedesired occupational preparation programs.

RECENT INSTRUCTIONAL TRENDS

Expanded programs to reach not only the average and thosewho are college bound, but also the unusually gifted, thephysically handicapped, the mentally retarded, and theculturally disadvantaged are needed and being provided byoccupational preparation programs.

Cooperation among instructors in developing interdisci-plinary units or courses is increasing. Cooperativeinstruction is encouraged and facilitated by the proximityof instructional and work areas where the teachers canplan together and produce instructional materials.

Mobile equipment and convenient space for storing it ismaking the same space available for many purposes and.resulting in more effective and efficient use of space.

,Mechanical and electrOnic.teaching aids are.being utilizedto a greater degree by instructors in occupational prepara-tion programs. To some extent, the effective use of such

4

devices depends upon the accessibility and convenience ofstorage.

GUIDING PRINCIPLES

In planning facilities to house occupational preparationprograms, it is suggeL ed that educational program and facilitydecisions be consistent with the following guiding principles.

The educational program is the basis for planning spaceand facilities.

Space and facilities should be planned to accommodate-hanges in the educational program.

The program should be planned to serve the needs of avariety of groups in the community.

Space and facilities for the program can be extendedthrough the use of community resources.

Safe and healthful housing must be provided for allstudents.

Space and facilities for occupational preparation programsshould be considered in context with the total educationalprogram of the institution and the community.

5

PART II

THE INSTRUCTIONAL PROGRAM

In Part II f the guide, important instructional programdecisions with respect to basic program features, objectives, andneeded information on occupational preparation programs to behoused are reccrded.

BASIC PPOGRAM FEATURES

Basic features of the educational program are determinedgreatly by a school or department's educational philosophy. Aphilosophy of education provides a base from which programobjectives and teaching and learning activities designed to meetthese objectives can be derived. In the final analysis, it isthe kinds of teaching and learning activities to be carried onwhich should determine facility needs.

In this section, planners have an opportunity to expressbasic program features which will serve as guidelines for theplanned occupational preparation programs for X-ray technicians.

Indicate below the relative degree of emphasis to be placedon each of the program features stated by circling the appropriatenumber. The scale provided for this purpose ranges from 1 formajor emphasis, 2 for some emphasis, 3 for slight emphasis, to Nfot no emphasis. This same scale will be used frequently through-out the planning guide.

1. Purpose of program

a. A purpose of the program is to developskills of working with modern techno-logical equipment in the field ofmedical technology.

1 major emphasis2 some emphasis3 slight emphasisN no emphasis

1 2 3 N

6/7


b. A purpose of the program is to preparestudents for entry into further trainingprograms. The nature of this training is:

c. Other program purposes:1)2)

3)4)

2. Students

a. Student admission to the program is on thebasis of selective criteria which include:1)2)

3)

4)b. The program will place emp asis on s ill

acquisition.c. The program will place emphasis on the

learning of theory.d. Students will have freedom of movement

and access to learning materials.e. Students will be encouraged to act

independently.f. Students will be provided with cooperative

work experience outside the school.g. Other basic program features in relation

to students:1)2)

3)

4)

3. Instruction

a. The instructional approach may be singlediscipline-medical X-ray technology asopposed to interdisciplinary (humanities,science, etc.). If not a single disciplineapproach, describe the interdisciplinaryapproach and the discipline involved.

b. ooperative or team instruction wiused. If this mode of instruction is to

8

1 2 3 N

1 2 3 N

1 2 3 N

1 2 3 N

1 2 3 N

1 2 3 N

be extensively emphasized, describein general terms.


,IIMMIMI=11.11.1111.11111.1ft11M,11.1.1....,

A............1111TRI

c. Community resources will be utilized ininstruction. If a high emphasis is tobe placed on use of community resources,describe some of these resources.

d. Instruction flexibility is required. Ifa high emphasis is to be placed oninstructional flexibility please describethe kinds of flexibility desired.

e. Other basic program features important tothe p3anned instructional program:1)

2)

3)

4)

EDUCATIONAL OBJECTIVES

Yes No

1 2 3 N

1 2 3 N

Educational objectives are often identified as goals oroutcomes of the educational program. An objective should describea desired educational outcome that is consistent with a school'sphilosophy.

Objectives are important to both the planner and the architectsince they determine the school's program and related activities.They provide important implications which, when translated intofacilities, can enhance the desired program. Thus it becomesimperative to clearly establish the program objectives prior toembarking on educational specifications and building design.

The purpose of this part of the guide is to bring togetherelements in a way as to provide direction and understanding forthe planner and the architect.

9

Space is provided to indicate degree of emphasis bycircling the appropriate number for each of the objectives.The scale provides a purpose range from 1 for major emphasis, toN for no emphasis.

4.

5. Medical X-ray technician: The courses inmedical X-ray training emphasize acquisition ofknowledge, the development of understanding,attitudes, and skills relevant to the medicalX-ray field. Learning activities and experiencesare organized to enable students to developoccupational competencies. Subject matter iscoordinated with field, laboratory, and workexperiences. Throughout medical X-ray trainingemphasis is placed on orientation to themedical profession.

a. Anatomy and physiology: instruction invalues, mainly the study of the skeletalsystem with some study of the respiratorysystem, circulation system, digestivetract, reproduction system and endocrineglands.

b. x-ray techniques: instruction relatedto use of X-ray equipment, taking X-rays,developing and processing X-rays, andexamining X-rays.

c. X-ray training: instruction concernspatient-technician relationships andpatient positioning.

d. Clinical training: advanced training inX-ray procedures; working with actualpatients occurs in clinical settings,e.g., hospitals.


To prepare individuals for entry into gainfulemployment 1 2 3 N

To motivate and recruit capable and qualifiedstudents to enroll in post-high school programs 1 2 3 N

To provide pre-professional educational trainingfor students who plan to enter colleges anduniversities 1 2 3 N

To permit individuals to retrain or return andcontinue professional training 1 2 3 N

6. Other educational program objectives:

a.

10

1

1

1

1

2 3 N

2 3 N

2 3 N

2 3 N

b.

C.

d.

PROGRAM CONTENT AREAS

This guide is designed to assist in the planning of facilitiesfor an occupational preparation program for medical X-raytechnicians.

In addition to professional training, the courses or unitsemphasize acquisition of knowledge and the development of under-standing, attitudes, and skills relevant to personal, home, andfamily life.

In occupational preparation, the courses or units emphasizethe student's acquisition of knowledge and the development ofunderstandings, attitudes, and skills relevant to occupationalpreparation. Learning activities and experiences are organizedto enable students to develop competencies essential for entryinto occupations, to further training, or to acquire new oradditional competencies for upgrading their job entry level.

Instruction is usually given in discrete subject areas orcourses. Subject matter is coordinated with appropriate field,laboratory, and work experience. Programs of occupationalprk.Taration for the most part, can be classified under the fourheadings: 1) scientific; 2) general; 3) laboratory and 4) clinical.

These four content areas relate directly to the professionalfield of service and can be used to categorize most occupationalpreparation programs. However, students in these programs oftenelect or are required to take courses in subje:.ts sucn as English,mathematics, and physical education. For example, a student intraining to become a medical X-ray technician might take thefollowing courses or units:

Courses

American HistoryBiologyEnglishPhysical Education I

Content Areas

AcademicScienceAcademicPhysical Education

The concept of content areas is used because differentdisciplines require specific types of instructional facilitiesand equipment.

ScientificGeneral

Science (e.g., physics, chemistry, biology)English, mathematics, and social studiesMusic (e.g., band, chorus, and choir)

11

Physical EducationOther (This category is used in the event that a course

or unit to be offered will not fit into any of theabove content areas.)

LaboratoryClinical

PLANNING INSTRUCTIONAL AREAS BY MODES OF LEARNING

The planning of instructional areas for occupationalpreparation facilities can be substantially aided through utili-zation of the concept of modes of learning. Learning can bedivided into three distinct modes--reaction learning, interactionlearning, and action learning

Reaction learning usually occurs in an instructional areadesigned for lecture and demonstration and is characterized byactivities which tend to be largely teacher-centered with thecentral focus on lecturing. Student activities include listening,observing, and the taking of notes. Group size may vary from oneto a hundred. The number of students has little effect on thelearning experience if proper technological aids such as television,microphones, projectors and the like are used. Student activitiesare relatively passive in reaction learning.

Lecture/demonstration areas can be used commonly for reactionlearning in all subject areas. For example, in planning facilitiesfor diverse occupational preparation programs: e.g., medicalsecretary and medical assistant training, the planner should bearin mind that reaction learning for students in both programs canoccur in the same kind of space. This means that facility planningshould be done in terms of the total program rather than itsfractional parts. In many instances, lecture/demonstration areascan be shared. Where a great deal of facility sharing is expectedthe planner should consider the relative merits of optimum locationwithin the building and the advisability of clustering variousinstructional areas.

Interaction learning usually occurs in a seminar instructionalarea and is characterized by both teacher and IFEFEFF participatingas both listener and speaker. This mode of learning, of course,must occur in groups; however, sociological research suggeststhese groups should not exceed 15 to 18 persons for optimaleffectiveness. Active interaction of all students generallyrequires a longer time span than reaction learning.

Seminar areas, like lecture/demonstration areas, are usuallydesigned for common use by all vocational service areas. The sameconsiderations which were outlined for lecture/demonstration areasalso apply to seminar areas.

Action learning which usually occurs in a laboratoryinstructIonal area allows the individual student to learn by doing.Students learn on an individual basis, but may function in a groupsetting. In more flexible types of educational programs, studentsare scheduled for laboratory work on an individual basis. Sinceaction learning involves overt action by individual students, theteacher's role is largely that of a consultant to the learner.

12

Laboratory areas are more specialized than lecture/demonrtra-tion areas used for reaction learning and seminar areas used forinteraction learning. Since laboratory areas are designed tofacilitate the learning of specific skills, there is lesslikelihood of sharing such areas by student3 in various vocationaltraining programs. Wherever common elements of skill instructionare found among training programs, the possibility of sharing andclustering laboratory spaces can be both expedient and economical.

SPECIALIZED AND MULTI-USE OF INSTRUCTIONAL AREASThe relative amounts of time to be spent by students in a

given vocational program in reaction, interaction, and actionlearning has definite implications for the number and kind ofspaces to be provided. These time considerations combined withdecisions on the degree of specialization versus multi-use helpdetermine the nature of facilities required. Since most vocationalprograms have concentrated on action learning experiences, facilitiesdesigned for a particular vocational program have seldom providedadequate reaction and interaction facilities because of the limitedutilization of such spaces. However, if the learning activities inany vocational program are broken down into the modes of learning,it will be noted that reaction and interaction spaces are the sameregardless of the vocational area. Therefore, by providing commonreaction and interaction spaces for all vocational programs, the

most modern technological aids can be justified which, in mostcases, will permit lectures, demonstrations and other group reactionlearning experiences for groups larger than typically used invocational education programs. Not only will group reactionlearning be improved but more time will become available for theprofessional staff to work with individuals and small groups ininteraction and action learning activities.

Scheduling group reaction and interaction learning experiencesinto specialized facilities permits complete flexibility in the useof action learning laboratories on an open individualized basissince students would no longer need to be scheduled into the actionlearning laboratories on a spacific class basis. This will permit100 percent room utilization of the action learning laboratoriesand also permit the introduction of differentiated staff assignmentsinto vocational education.

The open laboratory concept also permits the planned sharing

of' certain specialized equipment which may be required by two or

more vocational programs.

NOTE: THE FOLLOWING SECTIONS OF THE GUIDE (PAGES 14-33) WILLASSIST THE PLANNER IN MAKING MATHEMATICAL DETERMINATIONS OF THENUMBER OF INSTRUCTIONAL AREAS NEEDED TO HOUSE THE DESIRED PROGRAM.IF THE NUMBER OF INSTRUCTIONAL AREAS REQUIRED ARE ALREADY KNOWN,THE PLANNER MAY NOW PROCEED TO FORM E PAGE 34. IF, HOWEVER,MATHEMATICAL DETERMINATIONS ARE TO BE MADE, ALL FORMS SHOULD BECOMPLETED AS ACCURATELY AS POSSIBLE.

OCCUPATIONAL PREPARATION PROGRAMS TO BE OFFERED

Information on the medical X-ray technician program isentered on a separate Form A, page 17. Directions for completingthis form appear on pages 14 and 15.

13

,20

INSTRUCTIONS FOR COMPLETING FORM A

BASIC PROGRAM INFORMATION

Item I OccupationaZ Preparation Proglam--Enter here the name of the occupational program to be

offered.

Item 2 YearZy EnrollmentEnter here the projected maximum number of students to be enrolled

yearly in the program.

Item 3 Nature of Students--Underline all categories which apply to the students to be enrolled

in the program.

Item 4 Weeks of; Instruction per Year--Enter here the number of weeks per year the school will

be open for instruction, e.g., 38 weeks.

Item 5 TotaZ WeekZy Periods or ModuZes--Enter here the total number of periods or modules (if

modular scheduling is to be used) per week available for instructional purposes for each

student.

Do not count periods or modules scheduled for lunch and other non-instructional

purposes.

Column 6

Courses of Instruction--List the courses or units of instruction to be offered either on

a required or elective basis for the occupational preparation program.

Column 7

Content Area--Opposite each course of instruction, enter the appropriate content area as

presented on page 11.

Column 8

TotaZ Course EnrollmentOpposite each course of instruction enter the projected maximum

student enrollment.

Column 9

Maximum Group Size for Reaction Learning--Opposite each course or unit of instruction,

enter the maximum group size in number of students for reaction (lecture/demonstration)

type learning.

Column 10

Estimated Weekly Periods or Modules of Reaction LeveZLearning--Opposite each course or

unit of instruction, enter the estimated number

of periods or modules per week to be

devoted to reaction learning per student.

Column 11

Weekly Group-Periods or Modules (Lecture/Demonstration)--To

compute weekly group-periods

or modules, divide

the entry in Column 8 by the entry in Column 9

and round up to the

nearest whole number.

Then multiply the whole number by the entry in Column

10.

Column 12

Maximum Group Size for Interaction Learning--Opposite

each course or unit of instruction,

enter the maximum group size in number of

students for interaction (seminar) type learning.

Column 13

Estimated Weekly Periods or Modules of Interaction LevelLearning--Opposite each course

or unit of instruction, enter

the estimated number of periods or modules per week to

be

devoted to interaction learning per student.

Column 14

Weekly Group-Periods or Modules (Seminar)--To compute

weekly group-periods or modules,

divide the entry in Column 8 by the entry in Column12 and round up to the nearest whole

number.

Then multiply the whole number by the entry in Column 13.

Column 15

Maximum Group Size for Action Learning--Opposite

each course or unit of instruction, enter

the maximum group size in number of students for action

(laboratory) type learning.

Column 16

Estimated Weekly Periods or 1,2,1ules_of Action Level

Learning--Opposite each course or

unit of instruction, enter the estimated number

of periods or modules per week to be

devoted to action learning per student.

Column 17

WeekZy Group-Periods or Modules (Laboratory)--To compute

weekly group-periods or modules,

divide the entry in Column 8 by the entry in Column15 and round up to the nearest whole

number.

Then multiply the whole number by tne entry in Column

16.

4.4.

7

1. Occupational Preparation Program

2. Yearly Enrollment

40

SAMPLE FORM A

PROGRAM INFORMATION

Medical X-ray Technician/2 Year Sequence

3. Nature of Students (underline appropriate categories): a. day

schooll; b. night schooll; c. school age;

d. adults; e. males; f. females; other (specify)

4. Weeks of Instruction per Year

38

5. Total Weekly Periods or Modules

40

Courses of

Instruction2

(6)

1

Content

Areas

(7)

Total

Course

Enroll.-

ment

(8)

Maximum Group Sizes, Estimated Weekly Periods or Modules and

Calculated Group-Modules or Period-Modules by Levels of Learning

REACTIONx

INTERACTION

ACTION"-

Maximum

Group

Size (9)

Weekly

Periods

OT

Modules

(10)

Weekly

Group-

Periods

or

Modules

(11)

Maximum

Group

Size

(12)

Weekly

Periods

OT

Modules

(13)

Weekly

Group-

Periods

or

Modules

(14)

Maximum

Group

Size

(15)

Weekly

Periods

OT

Modules

(16)

Weekly

Group-

Periods

or

Modules

(17)

X-ray Tech. 1

Gen.

20

20

33

X-ray Tech. 2

Lab

20

20

33

Radiogr.Pos.Pro.1Sci.

20

40

22

68

32

Radiogr.Pos.Pro.2Lab

20

40

22

68

32

Radiogr.Pos.Pro.3Lab

20

40

22

68

32

Rad.Exp./Darkrm.

Lab

20

20

33

12

12

24

Prac.X-ray Exp.

Lab

20

20

33

10

12

83

Clin.Intern. 23

Clin.

20

Clit Intern. 23

I_:

Clin.

20

CVn.Intern. 33

Clin.

20

X.---y Physics3

Lab

20

Other (specify)

1If both day and night schools are offered, fill out separate forms for each.

2The above identifies a sample of professional course requirements only.

Other academic requirements

for the associate science or similar degrees must be added.

3Clinical internship and X-ray physics to be conducted in local hospitals.

:LECTURE/DEMONSTRATION); 2:24:(SEMINAR); :4"(LABORATORY)

cn 3 rn -n

1-1 .1

1If both day and night schools are offered, fill out separate forms for each.

FORM A

PROGRAM INFORMATION



3. Nature of Students (underline appropriate categories): a. day schooll; b. night schooll; c. school age;




Courses of

Instruction2

(6)

Content

Areas

(7)

Total

Course

Enroll

ment

(8)



REACTIOW:

INTERACTION2"1

ACTION-11

Maximum

Group

Size

(9)

Weekly

Periods

or

Modules

(10)

Weekly

Group-

Periods

or

Modules

(11)

Maximum

Group

Size

(12)

Weekly

Periods

or

Modules

(13)

Weekly

Group-

Periods

or

Modules

(14)

Maximum

Group

Size

(15)

Weekly

Periods

or

Modules

(16)

Weekly

Group-

Periods

or

Modules

(17)

2The above identifies

a sample of professional course requirements only.



x(LECTURE/DEMONSTRATION); ;12:(SEMINAR); x"CLABORATORY)


FORM A

PROGRAM INFORMATION


co

3. Nature of Students (underline appropriate categories): a.

day schooll; b. night schooll; c. school age;

d. adults; e.

f. females; other (specify)


S. Total Weekly Periods or Modules

Courses of

Instruction2

(6)

Content

Areas

(7)

Total

Course

Enroll



ment

(8)

REACTION':

INTERACTION"

ACTIOW:"

Maximum

Group

Size (9)

Weekly

Periods

Or

Modules

(10)

Weekly

Group-

Periods

or

Modules

(11)

Maximum

Group

Size

(12)

Weekly

Periods

Or

Modules

(13)

Weekly

Group-

Periods

or

Modules

(14)

Maximum

Group

Size

(15)

Weekly

Periods

Or

Modules

(16)

Weekly

Group-

Periods

or

Modules

(17)

,

1If both day and night schools are offered, fill out separate

forms for each.




1.(LECTURE/DEMONSTRATION); "(SEMINAR); 2:--(LABORATORY)

FORM A

PROGRAM INFORMATION



3. Nature of Students (underline appropriate categories): a.

day.schooll; b. night schooll; c. school age;




Courses of

Instruction2

,

(6)

Content

Areas

(7)

Total

Course

Enroll...

ment

(8)

....



REACTION2=

INTERACTION11

ACTION

Maximum

Group

Size (9)

Weekly

Periods

Or

Modules

(10)

Weekly

Group-

Periods

or

Modules

(11)

MaximumlWeekly

Group

Size

(12)

periods

Or

Modules

(13)

Weekly

Group-

Periods

or

Modules

(14)

Maximum

Group

Size

(15)

Weekly

Periods

Or

Modules

(16)

Weekly

Group-

Periods

or

Modules

(17)

1If Uoth day and night schools are offered, fill out separate forms for each.




2:(LECTURE/DEMONSTRATION); :".'(SEMINAR); "1:(LABORATORY)

1. Occupational'Preparation Program


FORM A

PROGRAM INFORMATION

3. Nature of Students (underline appropriate

categories): a. day

schooll; b. night schooll; c. school age;

d. adults; e. males; f. females;

other (specify)

4. Weeks of Instruction per

Year


of

Instruction2

1

(6)

Content

Areas

(7)

Total

Course

Enroll.s.

ment

(8)

MaxiCourses

mum Group Sizes, Estimated Weekly

Periods or Modules and

Calculated Group-Modules or Period-Modules by

Levels of Learning

REACTION:,

INTERACTION:"

ACTION="

Maximum

Group

Size (9)

Weekly

Periods

Or

Modules

(10)

Weekly

Group-

Periods

or

Modul s

(11)

Maximum

Group

Size

(12)

Weekly

Periods

or

Modules

(13)

Weekly

Group-

Periods

or

Modules

(14)

Maximum

Group

Size

(15)

Weekly

Periods

or

Modules

(16)

Weekly

Group-

Periods

or

Modules

(17)

-

1If both day and night schools are offered,

fill out separate forms for each.



for the associate science or similar degrees

must be added.

N(LECTURE/DEMONSTRATION); 2"1(SEMINAR);

(LABORATORY)

l'ART IllDISTINCT TYPES OF INSTRUCTIONAL

AREAS TO BE PROVIDED

QUANTITATIVE FACILITY NEEDS

The number of instructional areas to house the programsdescribed in Part II (The Instructional Program) are recorded inthis section of the guide.

As indicated in Part II, there are three principal types ofinstructional areas used to accommodate educational programs.They are:

Lecture/demonstration areas--used principally for groupreaction learning.

Seminar areas--used principally for group interactionlearning.

Laboratory areas--used principally for group orindividual action learning.

In addition to these instructional areas, there are, ofcourse, other school-wide auxiliary areas such as instructionalmaterials centers, language laboratories, gymnasiums, andauditoriums which are part of the overall school plan. Require-ments for such facilities are calculated as a part of total schoolplanning and are not made in this guide.

Forms B, C, and D can be used to compute the number oflecture/demonstration, seminar, and laboratory areas required forthe medical X-ray technician program.

Results of the computations on Forms B, C, and D are enteredon Form E which is a summary of total instructional area require-ments for the medical X-ray technician program.

In the event that instructional area requirements arealready determined (e.g., it has been decided that one combinationlaboratory and lecture/demonstration area will be provided) theinformation can be recorded directly on Form E without making thecomputations on Forms B, C, and D.

After the number of instructional areas are determined onForm E, information can then be recorded in the following sectionof the guide concerning the nature of these spaces.

2 2

1%)

UA

tion areas with identical maximum group sizes as entered in Column

3.

For example, 8a

might read 1 lecture/demonstration areas with a student capacity

of 40 each.

INSTRUCTIONS FOR COMPLETING FORM B

LECTURE/DEMONSTRATION AREA REQUIREMENTS BY CONTENTAREAS

Column 1

Content AreaContent areas are listed in Column 1.

Column 2

TotaZ Enrollment--To obtain total enrollment for content areas,

find the total enrollment

for each content area as indicated in Columns 7 and 8 of FormA(s) for all occupational

preparation programs.

Column 3

Maximum Group SizeOpposite each content area, enter the maximum group

size desired for

a lecture/demonstration area to serve

the content area (Form A, Column 9).

Column 4

Total Weekly Periods or ModulesOpposite each content area, enter

the total periods or

modules per week the school will be open for day school

instruction.

This entry will be

identical fo the number recorded for Item 5, Form A.

Column 5

TotaZ Weekly Reaction Group-Periods or ModuZes--Opposite

each content area, enter the

total group periods or moduies per week to be devoted to

reaction learning as indicated

in Column 11 of Form A(s) for all occupational preparation programs.

Column 6

Lecture/Demonstration Areas RequiredOpposite each content area, enter

the quotient of

Item 5 divided by Item 4.

Round up to the nearest hundredth.

Column 7

Adjusted Lecture/Demonstration Areas Required--To adjust

for scheduling difficulties

which result in areas being less than 100 percent utilized, multiply

the entry in Column

6 by 1.3 and enter the result, rounded up to the nearest

hundredth, in Column 7 for each

content area.

Column 8

TotalsSince lecture/demonstration areas, unlike laboratory areas, can

be utilized by

nearly all content areas, the entries in Column 7 can beadded for all lecture/demonstra-

SAMPLE FORM B

LECTURE/DEMONSTRATION AREA REQUIREMENTS BY CONTENT AREAS

Content Area

(1)

Total

Enrollment

(2)

Maximum

Group

Size

(3)

Total Weekly

Periods or

Modules

(4)

Total Weekly

Reaction Group-

Periods or

Modules (5)

Lecture/Demon-

stration Areas

Required

(5) 4

(4)

(6)

0

Adjusted Lecture/

Demonstration

Areas Required

(6) X 1.3

(7)

Scientific

20

40

40

2.05

.07

General

,

20

20

40

3.08

.11

Laboratory

100

40

40

13

.33

.43

Clinical*

0

Others (specify)

I1

_

*See Form A.

(8) Totals (Figures in Column 7 can be added

together for areas with same student capacity as entered

in

Column 3).

Round off total to next higher whole number.

a.

/lecture/demonstration areas with a student capacity of

40

b.

lecture/demonstration areas with a student capacity of

c.


d.


Cr,

-or- m 0

"

FORM B

LECTURE/DEMONSTRATION AREA REQUIREMENTS BY

CONTENT AREAS

,

Content Area

(1)

Total

Enrollment

(2)

Maximum

Group

Size

(3)

Total Weekly

Periods or

Modules

(4)

Total Weekly

Reaction Group-

Periods or

Modules (5)

ILecture/Demon-

stration Areas

Required

(5)

4(4)

(6)

Adjusted Lecture

Demonstration

Areas Required

(6) X 1.3

(7)

Scientific

General

Laboratory

Clinical*

Others (specify)

1

*See Form A.

(8) Totals (Figures in Column 7 can

be added together for areas with same

student capacity as entered in

Column 3).

Round off total to next higher whole

number.

a.

b.c.

d.

lecture/demonstration areas with a student

capacity of

lecture/demonstration areas with a student capacity

of

lecture/demonstration areas with a student capacity

of

lecture/demonstration areas with a student

capacity of

INSTRUCTIONS FOR COMPLETING

FORM C

SEMINAR AREA REQUIREMENTS

BY CONTENT AREAS

Column 1

Content Area--Content areas

are listed

in Column 1.

Column 2

Total EnrollmentTo

obtain total enrollment

for content areas,


for each content area

indicated in Columns

7 and 8 of FormA(s) for all occupational

preparation programs.

Column 3

Maximum Group

Size--Opposite each content area,

enter the maximum group

size desired for

a seminar area

to serve the content

area (FormA, Column 12).

Column 4

Total Weekly Periods orModuZes--Opposite each content area,

enter the total

periods or

modules per week the

school will be open

for day school

instruction.

This entry will be

identical for all content areas

and identical to the

number recorded for Item

5, Form A.

Column 5

Total Weekly

Interaction Group-Periods or

ModuZes--Opposite each content area,

enter the

total group periods ormodules per week to be

devoted to interaction

learning as indicated

in Column 14 of

Form A(s) for all

occupational preparation programs.

Column 6

Seminar Areas

Required--Opposite each content area,

enter the quotient

of Item 5 divided

by Item 4.

Round up to the nearest

hundredth.

Column 7

Adjusted Seminar Areas

Required--To adjust for

scheduling difficultieswhich result in

areas being

less than 100 percent

utilized, multiply the entry

in Column 6 by 1.3

and

enter the result,

rounded up to the nearest

hundredth, in Column

7 for each content area.

Column 8

Totals--Since seminar areas,

unlike laboratory areas, canbe commonly utilizedby nearly

all content areas,

the entries in Column

8 can be added for

all seminar areas

with

faentical maximum group

sizes or entered in

Column 3.

For example, 8a

might read 1

seminar areas with a

student capacity of 10

each.

SAMPLE FORM C

SEMINAR AREA REQUIREMENTS BY CONTENT AREAS

Content Area (1)

Total

Enrollment

(2)

Maximum

Group

Size

(3)

Total Weekly

Periods or

Modules

(4)

Total Weekly

Interaction

Group-Periods

or Modules

(5)

Seminar Areas

Required

(5) 4

(4)

(6)

Adjusted Seminar

Areas Required

(6) X 1.3

(7)

Scientific

0

General

0

Laboratory

20

10

40

2.05

.07

Clinical

0

Others (specify)

(8) Totals (Figures in Column 7 can be added together for areas with same


UUT1EE 3.)

Round up total to next higher whole number.

a.

/seminar areas with a student capacity of

10

.

b.

seminar areas with a student capacity of

c.

seminar aTeas with a student capacity of

.

d.


.

FORM C

SEMINAR AREA REQUIREMENTS BY CONTENT AREAS

Content Area (1)

Total

Enrollment

(2)

Maximum

Group

Size

(3)

Total Weekly

Periods or

Modules

(4)

Total Weekly

Interaction

Group-Periods

or Modules

(5)

Seminar Areas

Required

(5)

4(4)

(6)

Adjusted Seminar

Areas Required

(6) X 1.3

(7)

IScientific

General

Laboratory

Clinical

Others (specify)

.I

1

(8) Totals (Figures in Column 7 can

be added together for areas with same


Column 3.)

Round up total to next higher whole number.



seminar areas with a student capacity

of


a.

b. c.

d.

INSTRUCTIONS FOR COMPLETING FORM D

LABORATORY AREA REQUIREMENTS BY CONTENT

AREA

Column 1

Content AreaContent areas are listed in

Column 1.

Column 2

Total Enrollment--To obtain total enrollment for content areas,


for each area as indicated in Columns 7 and 8 of FormA for all occupational preparation

programs.

Column 3

Maximum Group Size--Opposite each content area, enter themaximum group size desired for

a laboratory area to serve

the content area (Form A, Column 15).

Column 4

Total Weekly Periods or ModulesOpposite each content area, enter

the total periods or

modules per week the school will be open for day school instruction.

This entry will be'

identical to the number recorded for Item 5, Form A.

Column 5

TotaZ Weekly Action Group-Periods or Modules--C;posite each content area, enter the total

group periods or modules per

week to be devoted to action learning as indicated in Column

17 of Form A(s) for all occupational preparation programs.

Column 6

Laboratory Areas Required--Opposite each content area, enter the quotientof Item 5 divided

by Item 4.

Round up to the nearest hundredth.

(k)

Column 7

Adjusted Laboratory Areas Required--To adjust for scheduling difficulties which result in

areas being less than 100 percent utilized, multiply the entry in Column 6 by 1.3 and

penter the result, rounded up to the nearest hundredth, in Column 7,

for each content area.

SAMPLE FORM D

LABORATORY AREA REQUIREMENTS BY CONTENT AREAS

Content Area

(1)

Total

Enrollment

(2)

Maximum

Group

Size

(3)

Total Weekly

Periods or

Modules

(4)

Tot,1 Weekly

Action Group-

Periods or

Modules

(5)

Lab Areas

Required

(5)

=(4)

I

(6)

Adjusted Lab

Areas

Required

(6) X 1.3

(7)

w > m -o r- m -n o pa m ti

Scientific

20

640

32

.80

1.04

General

0

Laboratory

80

12

40

97

2.43

3.16

Clinical

0

Others (specify)

,

_

FORM D

LABORATORY AREA REQUIREMENTS BY CONTENT AREAS

Content Area

(1)

Total

Enrollment

(2)

Maximum

Group

Size

(3)

Total Weekly

Periods or

Modules

(4)

Total Weekly

Action Group

Periods or

Modules

(5)

Lab Areas

Required

(5) =

(4)

(6)

Adjusted Lab

Areas

Required

(6) X 1.3

(7)

Scientific

General

Laboratory

-

Clinical

Others (specify)

FORM E

SUMMARY OF FACILITY REQUIREMENTS FOR MEDICAL X-RAYTECHNICIAN OCCUPATIONAL PREPARATION PROGRAMS

1. Lecturc/demonstration areas for reaction learning (see FormB) e.g., 1 areas with a student capacity of 40 each.

a. area(s) with a student capacity of .

b. area(s) with a student capacity of .

c. area(s) with a student capacity of .

d. area(s) with a student capacity of .

2. Seminar areas for interaction learning (see Form C)

a. area(s) with a student capacity ofb. area(s) with a student capacity of

3. Laboratory areas for action learning (see Form D)

medical X-ray laboratory area(s) with a studentcapacity of

4. Multi-use areas

If any of the specialized areas above are to be combinedas multi-purpose spaces, indicate the combinations desired.a.b.C.d.

*This laboratory requires a clinical setting; it may be programmedin the institution or in clinical facilities available in thecommunity.

QUALITATIVE FACILITY NEEDS

This section records information concerning the requiredinstructional areas. Special forms are provided for describingthe nature of lecture/demonstration areas, seminar areas, labora-tory areas, and auxiliary areas. For each type of instructionalarea, information in the following categories should be considered.

1. The relationship of the area to other instructionalareas (specialized versus multi-purpose utilizationof space).

2. The number of areas needed.

3. The activities of students and teachers in theinstructional area.

4. The spatial relationships within the area and itsrelationships to other instructional areas.

5. The furniture and equipment required for the area.

6. The environmental factors required for the area.

7. The special utility services required for the area.

8. The minimum space requirements for the area.

35

FORM F

DESCRIPTION OF LECTURE/DEMONSTRATION AREA(S)TO BE USED PRINCIPALLY FOR GROUP REACTION LEARNING


1. The lecture/demonstration area(s) should beplanned:

a. As independent unit(s) Yes Nob. In combination with

laboratory area(s) (specify) Yes Noc. In combination with seminar area(s) Yes Nod. As an area within a single multi-use space Yes No

2. Number of lecture/demonstration areas requiredfor the desired program (see Form E)

3. Student and instructor activities in this space.Indicate the extent to which each of theactivities listed below will occur.

a. Listening to lecturesb. Observing demonstrationsc. Taking notesd. Viewing films, slides, overhead

projections, etc.e.

1

1

1

1

1

1

2

2

2

2

2

2

3

3

3

3

3

3

NNN

NNNf.

4. Spatial relationships. Indicate the extent towhich the lecture/demonstration area(s) shouldbe accessible to the:

a. Instructional materials center 1 2 3 Nb. Building entrance 1 2 3 Nc. Delivery aread. Other instructional areas

1 2 3 N

1) 1 2 3 N2) 1 2 3 N3) 1 2 3 N

e. Other building areas1) 1 2 3 N2) 1 2 3 N3) 1 2 3 N

5. Furniture and equipment

a. Student seating1) Individual desks and chairs P A NA*

*Code: P = Preferred; A = Acceptable ; NA = Not Acceptable. Thisscale is used frequently on the following pages.

36

-

FORM F

a) Number of desks and chairs requiredb) Provision for storage Yes No

2) Permanent-type deska) Number required

P A NA

b) Provision for storage Yes No3) Desk and chair combination

a) Number requiredP A NA

b) Provision for storage Yes No4) Tables and chairs

a) Number of tables requiredb) Number of chairs required

P A NA

c) Provision for storage Yes No5) Auditorium-type seating P A NA

Number of seats requiredb. Stage Yes No

1) Permanent type P A NA2) Portable type P A NA

The approximate area in squarefeet desired

c. Sound amplifying system P A NAd. Controls for regulating light intensity P A NAe. Lectern

1) Permanent type P A NA2) Portable type P A NA3) Provision for storage Yes No

f. Projection screen1) Built-in type P A NA2) Portable type P A NA3) Approximate dimensions4) Provision for storage Yes No

g. Other equipment required for lecture/demonstration area(s) are:1)2)

3)4)

6. Environmental factors

a. Aesthetic. Factors to be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special aesthetic considera-tions important to the planning of the lecture/demonstration area(s).

b. eria Factors to e cons]. ere in t is category Inc u eair temperature, radiant temperature, relative humidity,and ventilation. Indicate any special considerationsimportant to the planning of the lecture/demonstrationarea(s).

37

`.7 17,710,7, TIr

FORM F

c. isual. A properly contro e an a ance visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of the lecture/demonstration area(s).

d. Sonic. Factors to be considered in this category includegalthings as acoustical requirements and sound systems.Indicate any special consideration important to theplanning of the lecture/demonstration area(s).

e. a ety. n p arming a sc oo ui uing, sa ety or stu entsand instructors is of prime ncern. Indicate any specialsafety considerations which ve implications for designof the lecture/demonstration area(s).

7. Vertical instructional surfaces

a. Chalkboard Yes No1) Wall-mounted P A NA

Number of lineal feet2) Portable P A NA

Provision for storage Yes Nob. Tack board Yes No

Number of lineal feetc. Pegboard Yes No

Number of lineal feet

,8. Special utility services required

a. Electricity1) Projection equipment Yes No2) Sound amplifying equipment Yes No3) Electrical needs for other equipment

(specify)a)b)c)

d)

3 8

FORM F

b. Other utility needs for the lecture/demonstrationarea1)2)3)

4)

9. The minimum space requirement in square feet foreach lecture/demonstration area . (Theplanner should be aware of any state or localregulation or recommendations concerning floorspace requirements.)

10. Other important factors to be considered in the planning ofthe lecture/demonstration area(s) are:

39

FORM G

DESCRIPTION OF SEMINAR AREA(S)TO BE USED PRINCIPALLY FO1 GROUP INTERACTION LEARNING


1. The seminar area(s) should be planned:

a. As independent unit(s) Yes Nob. In combination with

laboratory area(s) (specify) Yes Noc. In combination with lecture/demonstration

area(s) Yes Nod. As an area within a single multi-use space Yes No

2. The number of seminar area(s) required for thedesired program (see Form E)

3. Student and instructor activities in this space.Indicate the extent to which each of theactivities listed below will occur.

a. Small group discussionsb. Viewing films, slides, overhead

projections, etc.c. Demonstratingd. Reportinge. Working on projectsf.

1

1

1

1

1

1

1

2

2

2

2

2

2

2

3

3

3

3

3

3

3

N

NNNNNNg.

4. Spatial relationships. Indicate the extent towhich the seminar area(s) should be accessibleto the:

a. Instructional materials center 1 2 3 Nb. Building entrance 1 2 3 Nc. Delivery aread. Other instructional areas

1 2 3 N

1) 1 2 3 N2) 1 2 3 N3) 1 2 3 N4) 1 2 3 N

e. Other building areas1) 1 2 3 N2) 1 2 3 N3) __ _ 1 2 3 N

5.

_______

Furniture and equipment

a. Seminar table Yes No1) Number required

40

FORM G

2) Seating for how many persons3) Permanent type P A -TT4) Portable type P A NA5) Provision for storage Yes No

b. Chairs1) Number required2) Straight-back type P A NA3) Folding type P A NA4) Provision for storage Yes No

c. Other equipment required for seminar area(s):1)2)3)

4)

6. Environmental factors

a. Aesthetic. Factors to be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special aesthetic considera-tinns important to the planning of seminar area(s).

b. serial. Factors to e consi ere in t is category inclu eair temperature, radiant temperature, relative humidity,and ventilation. Indicate any special considerationsimportant to the planning of the seminar area(s).

c. Visual. A properly controlle an alance visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of the seminar area(s).

d. onic. Factors to e consi ere in t is category inclu e-i-dathings as acoustical requirements and sound system.Indicate any special considerations important to theplanning of the seminar area(s).

e. Safety. In planning a school buildilLg, safety forstudents and instructors is of prime concern. Indicate

FORM G

any special safety considerations which have implicationsfor design of the seminar area(s).

7. Vertical instructional surfaces

a. Chalkboard Yes No1) Wall-mounted P A NA

Number of lineal feet2) Portable P A NA

Provision for storage Yes Nob. Tack board Yes No

Number of lineal feetc. Pegboard Yes Nb

Number of lineal feet

8. Special utility services required

a. Electricity1) Projection equipment Yes No2) Sound amplifying equipment Yes No3) Electrical needs for other equipment

(specify)a)b)c)d)

b. Other utility needs for the seminar area(s)1)2)

3)

4)

9. Minimum space requirement in square feet for eachseminar area . (The planner should beaware of any state or local regulations orrecommendations concerning floor space requirements.)

10. Other important factors to be considered in the planning ofthe seminar area(s) are:

FORM H

DESCRIPTION OF MEDICAL X-RAY LABORATORY AREA(S)TO BE USED PRINCIPALLY FOR ACTION LEARNING


1. Theplanned:

a.b.

medical X-ray laboratory area(s) should be

As independent unit(s)In combination with

Yes No

laboratory area(s) (specify) Yes No

c.d.

In combination with seminar area(s)In combination with lecture/demonstration

Yes No

area(s) Yes No

e. As an area within a single multi-use space Yes No

2. Student capacity required for scheduledactivities (see Form E)

3. Student and instructor activities in variousspace divisions within the medical X-raylaboratory area(s). Indicate the extent towhich each activity will occur.

Laboratory area1) Introduction to theoretical and

practical aspects of X-ray technology2) Learns medical terminology relevant

to X-ray technology3) Studies basic X-ray physics4) Learns X-ray protection of patients

and personnel5) Learns radiographic positioning and

procedures6) Learns darkroom procedures and film

processing7) Studies principles of radiographic

exposures8) Learns to evaluate films9) Learns equipment maintenance

10) Studies office procedures anddepartmental administration

11) Studies intra-oral radiography12) Studies pediatric radiography13) Learns radiation therapy14) Engages in clinical X-ray experience15) Learns professional ethics and legal

problems16) Develops human relation skills and

patient/technician relationships17) Studies topographic anatomy

1 2 3 N

1 2 3 N1 2 3 N

1 2 3 N

1 2 3 N

1 2 3 N

1 2 3 N1 2 3 N1 2 3 N

1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N

1 2 3 N

1 2 3 N1 2 3 N

43

FORM H


18) Studies the human body, the skeletalsystem, and how it functions

19)20)

4. Spatial relationships. Indicate the extent towhich spaces should be accessible within themedical X-ray laboratory area(s).

a. Laboratory to:1) Instructional area2) Instructional aids

a) TV/closed, open, circuitb) Overhead projectorc) Movie projectiond) Chalkboards, models, charts, etc.

3) Stand-up work area4) Supply storage area5) Independent study area6) Individual student storage area

a) Supplies and materialsb) Instruments and equipmentc) Projects

7) Instructor's area8) Wet, 4ry (electrical) student study

area9) Utility areas

a) Waterb) Gasc) Electricald) Compressed air

Other important spatial relationshipswithin the medical X-ray laboratory area(s):Viewing roomDarkroomExposed film storage

c. Medical X-ray laboratory area(s) to:1) Instructional materials center2) Instructors' offices3) Centralized storage4) Administration complex5) Classrooms6) Other related labs7) Delivery area8) Teacher preparation area9) Student research area/references/library

material

44

1 2 3 N1 2 3 N1 2 3 N

1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N

1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N

1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N

1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N

1 2 3 N

FORM H

1 maj:r emphasis2 some emphasis3 slight emphasisN no emphasis

10) Individual project development area(e.g., extended time project work)

11) Lavatory facilities

S. Furniture and equipment related to medical X-raylaboratory:

1 2 3 N1 2 3 N

a. Teacher demonstration table Yes No

1) Number required2) Fixed/portable3) Provision for storage Yes No

4) Utilitiesa) Electricity--variable AC/DC Yes No

b) Vacuum Yes No

c) Water (hot/cold) Yes No

d) Drain/sink Yes No

e) Gas--natural Yes No

f) T.V. reception/transmission Yes No

g) Lighting (Rheostat) Yes No

h) Rear screen projection Yes No

5) Further description

b. Teachers' aesk(s) Yes No

1) Number required2) Provision for storage Yes No


c. Teachersr chairs Yes No

1) Number required2) Further description

d. File cabinets Yes No

1) Number required2) Legal size Yes No

3) Letter size Yes No


011INNI

e. Work cuunter Yes No

1) Height/length/depth2) Storage Yes , No

3) Acid resistant Yes No

4) Utilitiesa) Electricity Yes No

b) Gas Yes No

c) High level illumination Yes No

45

FORM H

d) Water (hot/cold) Yes Noe) Drain/sink Yes No


f. Student chairs Yes No1) Number required2) Folding type P A NA3) Movable/fixed P A NA4) Provision for storage Yes No5) Further description

g. Student laboratory stations Yes1) Number required2) Fixed P A3) Movable P A4) Stand-up/sit-dawn P A5) Seating Yes6) Seatingmovable/fixed P A7) Utilities

a) Voltage--variable AC/DCb) Vacuumc) Drain/sinkd) Gase) Water (hot/cold)f) T.V. reception/transmissiong) Lighting--variable/accent

YesYesYesYesYesYesYes


h. Display Yesunit1) Portable/glass doors, sliding variety Yes2) Adjustable shelves Yes3) Ventilation provided Yes4) Same height as demonstration table will

enlarge work area P A5) Further description

Yes1) Movable/fixed2) Number required3) Size4) Further description

ArtiCt1) Number required2) Further description

No

NANANANoNA

NoNoNoNoNoNoNo

NoNoNoNo

NA

No

Yes No

k. Plastic torso model Yes1) Number required

46

FORM H


1. Models Yes No


m. Guerneys Yes No


n. Wheelchairs Yes No


o. Footstools Yes No


p. Blankets1) Number required2) Further description

q. Lead aprons1) Number required2) Size3) Further description

r. Film cassettes1) Number required2) Further description

Yes No

Yes No

Yes No

s. Viewboxes Yes No

1) Number required2) Size3) Wall-mounted4) Recessed

t. X-ray table (energized)1) Number required2) Further description

u. X-ray table (not energized)1) Number required2) Further description

Yes NoYes NoYes No

Yes No

47

FORM H

v. X-ray training machine Yes No1) Number required2) Further description

w. Control unit Yes No1) Number required2) Further description

x. X-ray machine Yes No1) Number required2) Further description

y. X-ray machine (portable) Yes No1) Number required2) Further description

z. Fluroscope Yes No1) Number required2) Further description 4r,

6. Darkroom equipment

a. Utilities1) Sink/water (hot/cold) Yes No2) Electricity--variable AC/DC Yes No3) Safety lights Yes No4) Ventilation Yes No5) Other

b. Entrance maze Yes Noc. Outside warning light Yes Nod. Film viewer Yes No


e. Film drier Yes No1) Number required2) Further description

f. Work counter (acid resistant)Further description

g. Processing tank1) Number required

48

Yes No

Yes No

FORM H

2) Size3) Further description

h. Automatic processing machine Yes No1) Number required2) Size3) Further description

Other important factors to be considered in themedical X-ray laboratory are:

a. Radiation protectionb. Fim storage area/cabinetc. Hot/cold water and sinkd. Li uid suppty storage/solution processing

and mixinge.f.

g.

FORM I

ADDITIONAL PLANNING CONSIDERATIONS

Other important factors to be considered in the overall planningand design of instructional areas for the medical X-ray technicianoccupational preparation program(s) are:

,

50

PART IV

ANNOTATED BIBLIOGRAPHY

GENERAL FACILITY PLANNING

American Association of School Administrators. Planning America'sSchool Buildings. Washington, D.C.: The Association, 1960.

Contributors to this publication were teachers, supervisors,administrators, architects, engineers, school board members,and school plant planning specialists. In addition to back-ground material on school house construction, the book dealswith specific topics including school surveys, analysis andcomputation of space and facility needs, enrollment projec-tions, building designs, site selection, finance, and buildingmaintenance and operation. Many pictures and illustrationsare found, along with sample forms and outlines, which can beused in the facility planning process. No special considera-tion is given to unique problems faced in the planning forvocational and technical education facilities.

Boles, Harold W. Step by Step to Better School Facilities. NewYork: Holt, Rinehart, and Winston, 1965.

A textbook on overall planning procedures for new and improvedschool facilities. The typical topics (school surveys, build-ing plannii,g, site selection and acquisition, architecturalplanning, contracting for construction, and the equipping andfurnishing of buildings) are covered. The only mention ofvocational schools is on page 270 where the author quotesfrom another source:

Vocational training should be de-emphasized in theschools since this training often becomes obsoletebefore it can be used; also, special "trade" andn vocational" schools should be discontinued, unlessthe vocational curriculum is liberal in approachand broad in character. Such schools are often usedas dumping grounds for students who are not wantedelsewhere and often no more than custodial care isprovided for them. When more is provided, the skillstaught are frequently too partial in nature.

51

Conrad, M. J. Four Steps.to New Schools, Columbus, Ohio:Educational Administration and Facilities Division of theBureau of Educational Research and Service. The Ohio StateUniversity.

A book prepared for the inexperienced school planner. Theauthor emphasizes that a school building is an educationaltool and should be designed to do the job it is intendedto do. The four steps discussed are: 1) district-widebuilding survey; 2) educational planning; 3) architecturalplanning and construction; and 4) moving in and settlingdown. A glossary of important terms used in plant planningis located in the back of the book.

Conrad, M. J.; Wohlers, E. E.; and Griggs, Norman. School PlantPlannin : An Annotated Biblio:ra hy. Columbus, Ohio: Theministration an Facilities Unit, School of Education, The

Ohio State University, 1968.

A compilation of references in the following categories:general references; 2eriodicals; overview of school plantfield; district wide building survey; educational planning;the architect and his work; moving in and settling down;and related topics.

Finchum, R. N. Extended Use of School Facilities. Washington,D.C.: U. S. Department of Health, Education, and Welfare,1967.

This manual is intended to assist officials of school districtswho are planning programs for maximum use of school propertiesand who must develop policies and regulations for efficientmanagement of such programs. Various schedules of facilityuse are illustrated for nine different school systems.

Green, Alan C. Educational Facilities With New Media. Washington,D.C.: Department of Audiovisual Instruction, NationalEducation Association, 1966.

This work is designed to meet the needs of three distinctgroups interested in providing educational facilities. ReportA: "A Guide for Policy Makers" is directed to boards, adminis-trators, planning committees, a.d institutional planners.Report B: "A Guide for the Design of Professions" is designedfor architects, planners, and design specialists and planningcommittees; and Report C: "A Technical Guide" is intended for .

design-architects, engineers, equipment and furniture suppliers,and media specialists.

National Council on School House Construction. NCSC Guide forPlanning Plants. East Lansing, Michigan: The Council, 1964.

A basic reference on school plant planning and constructionfor use by superintendents, school board members, school plantplanners, state department of education personnel, localschool system officials, collegiate institutions, architects,lay advisory groups, and graduate students. Major topics

52

covered are: planning and programming educational plants;spaces and equipment for learning; non-instructional systems;space organization and economy and resources. Much attentionis given to plant planning through a description of a surveytechnique used to determine and satisfy school plant needsfor a community. Site selection, kinds of instructionalspaces, sonic, termal, and visual environments, and best useof natural and plant resources are also treated.

North Carolina. Department of Public Instruction. A Digest ofEducational Planning. Raleigh, North Carolina: The Department.

The contents of this book include a description of what educa-tional planning is, when it is done, who does it, and how itis done. The three steps of planning are identified as 1)identification and analysis of educational and facility needs,2) adapting and implementing plant improvement programs, and3) completing and evaluating a process of the educationalplanning.

North Carolina. De artment of Public Instruction. The Divisionof School Planning. Sc ool Design. Ra eig .

Basic principles of school design is the thrust of thispublication. It focuses on the interrelationship of patternsof school activities, organization of activities on the site,design potentials for various sites, and the building designdata necessary for communicating the school's needs to thearchitect.

School Planning Laboratory. Spectrum of Electronic Teaching Aidsin Education. Stanford, California: Stanford University,1965.

This publication seeks to suggest which learning functionscan be served electronically to symbolize the nature andprogressive complexity of each electronic system, and finallyto estimate budgets which will provide for adequate systemsin relation to engineering and warranty costs.

Strevell, Wallace H., and Burke, Arvid J. Administration of theSchool Building Program. New York: McGraw-Hill Book Company,Inc., 1959.

A comprehensive textbook on the administration of the schoolplant program. The book is organized into three major parts.Part I - "Policy Decisions" deals with school building needsstudies and long-range planning. PErt 2 - "Program Recommen-dations" deals with local study of plant needs, evaluation ofexisting plant, determination of additional plant needs, siteselection and development, and the preparation of educationalspecifications. Part 3 - "Project Administration" is concernedwith the financial aspects of a building program and Withpublic relations. There is a brief mention of the objectivesof vocational education as contrasted with the objectives ofgeneral education on page 12.

5 3

The Cost of a Schoolhouse. New York: Educational FacilitiesLaboratories, 1960.

This book deals with the cost of a schoolhouse and theprocess of r,anning and financing it. It provides mediancosts for building elements, designates individualresponsibilities in process of building, and discussesarrangement of space and environmental factors.

VOCATIONAL-TECHNICAL FACILITY PLANNING

American Vocational Association. Developing Educational Specifi-cations for Vocational and Practical Arts Facilities.Washington, D.C.: The Association.

The purpose of this publication is to reduce the broadprinciples and processes of school plant planning to thosemost applicable to vocational and practical arts education.Effective techniques for developing educational specificationsare suggested. The committee provides a sequential treatmentof program and administrative considerations, desired spaceand educational program, special site arrangement features,special physical aspects of building, and the financialrequirements for the project.

Calder, Clarence R. Modern Media for Vocational-Technical Education.Connecticut: State Department o ucation, 7

A study of related literature on programmed instruction,instructional films, instructional television, and learningfrom various instructional media. It analyzes new instruc-tional media approaches used at North Carolina's FundamentalLearning Laboratories System, and the integrated experienceapproach at Oakland COmmunity College.

Chase, William W.; Browne, Johnny W., and Russo, Michael. BasicPlanning Guide for Vocational and Technical EducationFacilities. Washington, D.C.: Department of Health,Education, and Welfare, U. S. Government Printing Office,1965.

A general guide that describes important steps to be followedin the planning for and construction of Vocational andtechnical education facilities. Important topir:s coveredare: the impact of the Vocational Education Act of 1963;surveys of area educational needs; use of consultant services;basic planning considerations; educational 'specifications;genera] planning; and school construction cost and outlay.Sample floor plans and picture illustrations of vocationalschools are included.

McKee, Robert L. and Ripley, Katherine J. The Documentation ofSteps to Establish a Technical College and the Evaluationof PERT as a Planning Tool for Educators. Bailey's Crossroads,Virginia: Unpublished report, 1966.

54

An account of the procedures.followed.in the_establishment ofa technical college within a period of less than 90 days.The entire planning process and implementation is describedalong with the PERT technique which was applied. The authorconcluded the PERT (Program Evaluation and Reviw Technique)was effective in assisting the planners in reaching theirobjectives within a short period of time.

Stanford University. Trends in Facilit Desi n-Vocational-TechnicalCcrtinnationProram. Stan Ca i ornia: Sco E ucation, 1966.

The pamphlet emphasizes the need for a total flexibilityconcept in school building. Consideration is given to theuse of building components to provide flexibility in space,lighting, air-conditioning, sewage system, and the like.

U. S. Department of Health, Education, and Welfare. New Ideas andConstruction for Vocational Education. Washington, D.C.:Unpublished, 1967.

A report on new trends in the construction of vocationaleducation facilities. Among topics covered are occupationalclusters, teaching techniques such as micro-teaching andeducational television, facilities for handicapped children,educational parks, and unique problems faced by large cityschool systems. Special consideration is given to maximumutilization of vocational education facilities on an around-the-clock basis.

Valentine, Ivan E. and Conrad, M. J. Progress Report: Vocational-Technicial Facilities Project. Columbus, Ohio: The Centerfor Vocational and Technical Education, The Ohio State Univer-sity, 1967,

A report which relates the thinking of six outstanding con-sultants on various topics relating current trends in vona-tional-technical education and facility planning. Reviewsthe work of a local consortium consisting of three Centervocational specialists, three school plant planners, threerepresentatives from the State Department of Education,three local school officials, and three practicing architectsin defining problems, clarifying issues, suggesting approachesto organizing planning guides, and establishing guidelines fora series of facility planning guides in selected vocationaland technical subject areas.

Wohlers, A. E. A Manual for Plannin. a Secondar School Buildin(Vocational ucation . Columpus, lo: e *. inistrationand Facilities Unit, School of Education, The Ohio StateUniversity, Pamphlet C-14.

A general facility planning guide for.programs..of vocationaleducation. Principal topics covered include: 1) number ofteaching stations; 2) types of teaching stations; 3) equip-ment needs; and 4j floor areas required. The planning manualalso deals with spatial relationships of teaching facilities

55

and the utilization of auxiliary areas such as libraries,cafeterias, and administrative'suites. Planners using theguide are directed to complete checklists and fill-in blankswith the necessary information pertinent to vocationalfacility planning.

MEDICAL TECHNOLOGY FACILITY PLANNING

George Washington University, School of Medicine. Design forMedical Education. Washington, D. C., 1965.

This report describes the steps taken by the university totranslate its educational objectives, philosophy, andtechniques into laboratory, classroom, and clinic. Inaddition to an existing hcspital, this university identifiesfive functional groupings of supporting facilities whichinclude: 1) Commons, 2) Medical Sciences Unit, 3) ResourcesUnit, 4) University Clinics Unit, and 5) Doctor's OfficeBuilding. The reports present basic considerations in theplanning of the first four of these units. The designstudies accompanying each unit have application to generallearning environments.

Harrell, G. T.; Hamilton, J. M.; and Butt, A. "A MultidisciplineStudent Teaching Laboratory: Incorporation in a SingleBuilding Design." Journal of Medical Education, 39 (1964),828-837.

The authors discuss advantages of multidiscipline oflaboratories for conventional or integrated curricula.Included are recommended space requirements for studentsand faculty. The separation of basic student activitiesplaces emphasis on individual student progress and multi-use of laboratory space. Floor plans and photographs areincluded.

Library Study Committee of the Association of American MedicalColleges. The Health Services Librar . Report to theNational LibTary bfMèdièJaiiüar 1967. Reprinted inJournal of Medical Education, August 1967.

A comprehersive report concerned with the most effectiverole the library can plan in health education, die policyand situational decisions to be considered in planning newor renovated library facilities, the kinds of spaces thehealth services library of the future will need, and wherethe library planner can turn for help. Also included aresections on external and internal space relationships,general seating requirements, special rooms, and staffspaces. The appendices include structural and physicalguidelines for planning and an extensive annotatedbibliography.

National Health Council and American Association of JuniorColleges. A Guide for Health Technolo Pro ram PlanninNew York, N.

The first section contains analysis of program development,development of curriculum essentials, and requisiteresources for a selected health area. The second sectionof the guide presents general information, background forhealth facility administrators and the health practitionerassociation. This section concludes with two checklists,one for health facilities and another for the healthpractitioner association. There is brief mention in theappendices of the associations concerned with programdevelopment, referral lists of source agencies, and state-ments of needs, role and responsibilities of collaborativeinstitutions.

Planning of Radiotherapy Facilities. World Health OrganizationTechnical Report Series, Nor. 528. Geneva: World HealthOrganization, 1966.

This publication contains a detailed description of staffrequirements and functions in X-ray technology and radio-therapy, equipment needs and specifications, space require-ments and relationships, and protection materials anddesign. Also included is a complete listing of the typesof required spaces and recommended square footage perperson.

Snow, D. L. Space Planning Principles for Biomedical ResearchLaboratories-. U. S. -Public Health Service, Publication No.1025, Washington, D.C.: United States Government PrintingOffice, 1963.

A step-by-step outline that describes the stages inplanning biomedical research laboratorier. Programingmethods, space and utility requirements, laboratoryfurniture lay-out, and size and shape are discussed. Datafrom a National Institutes of Health Survey of randomlyselected research laboratories is presented and analyzedin terms of planning research facilities. Laboratory lay-outs are included.

U. S. Department of Health, Education and Welfare, Public HealthService. Procedures for Areawide Health Facilit PlanninNo. 930, 1

Presents procedures and techniques for areawide planning ofhospitals and related health facilities. This publicationamplifies the recommendations made by the joint committeeof the American Hospital Association and the Public HealthService in "Areawide Planning for Hospitals and RelatedHealth Facilities." Intended as a guide for areawideplanning councils, it describes procedures for organizinga planning council, the initial stages of operation, anddata collection.

U. S. Department of Health, Education and Welfare, Public HealthService. Medical Education Facilities. Washington, D. C.:1964.

#?'

Outlines the role and responsibilities of the medical schoolcomplex. This manual discusses planning considerations andprovides an architectural guide. In addition to materialpresented in previous editions, this manual incorporatesinformation on the teaching hospital which has applicationto school environments.

U. S. Department of Health, Education and Welfare, PublicHealth Service. Publications of the Division of Hos italsand Medical Facilltles. as ington, I. ,

A bibliography which lists and describes the publicationsavailable under the Hospital and Medical Facilities Seriesprograms of the Public Health Service.

U. S. Department of Health, Education and Welfare, PublicHealth Service. Hospital and Nursing Home EquipmentPlanning Guide. Washington, 1F.-C., 196T.

This manual is the 17th edition of an equipment list to beused as a guide by those who determine equipment needs forhospitals of various sizes. Included are suggestions forthe procedures to be followed by planners in determiningthe specific equipment requirements for a given facility.

PUBLICATIONS OFTHE CENTER FOR VOCATIONAL AND TECHNICAL EDUCATION

RESEARCH SERIES

no. name of publication cost

I A National Survey of Vocational Education Programs for Studentswith Special Needs. April 1967. 89+ c14sp. ED011041 $2.00

2 The Demand for and Selected Swarces of Teachers in Vocational andTechnical Education, State Directory. January 1967. 314-c5141p. ED012331 o

3 Research and Development Priorities in Technical Education.May 1967. 34 p. ED013888

4 Review and Synthesis of Research in Agricultural Education.August 1966. 140 p. ED011562 1.50

5 Review and Synthesis of Research in Business and Office OccupationsEducation. August 1966. 128 p. ED011566

6 Review and Synthesis of Research in Distributive Education. August1966. 212 p. ED011565

7 Review and Synthesis of Research in Home Economics Education.August 1966. 104 p. ED011563

8 Review and Synthesis of Research in Industrial Arts Education.August 1966. 88 p. ED011564

9 Review and Synthesis of Research in Technical Education. August1966. 69 p. ED011559 1.Cn

10 Review and Synthesis of Research in Trade and Industrial Education.August 1966. 76 p. ED011560

Set of Seven Research Reviews (nos. 4-10) 10.00

11 The Emerging Role of State Education Departments with SpecificImplications for Divisions of Vocational-Technical Education. 4.501967. ED016870

12 A Taxonomy of Office Activities for Business and Office Education.July 1968. 163 p. VT005935 RIE 2.75

13 Enlisted Men Separating from the Military Service as a PotentialSource of Teachers for Vocational and Technical Schools. October1967. 53 p. ED016131

14 Boost: Business and Office Education Student Training; PreliminaryReport. 1967. 251 p. VT005131 RIE

18 Research Priorities in Technical Teacher Education: A PlanningModel. October 1967. 48 p. ED016815

19 Implications of Women's Work Patterns for Vocational and TechnicalEducation. October 1967. 70 p. ED016815

21 An Evaluation of Off-farm Agricultural Occupations Materials.October 1967. 74 p. ED016853

LEADERSHIP SERIES

1 Report of a National Seminar on Agricultural Education, "ProgramDevelopment and Research," August 9-13, 1965. 176 p. ED011036

2 Guidance in Vocational Education. Guidelines for Research andPractice. 1966. 181 p. ED011922

3 Guidelines for State Supervisors of Office Occupations Education.1965. 84 p. VT001266 RIE

4 National Vocational-Technical Education Seminar on the Developmentand Coordination of Research by State Research Coordinating Units.1966. 72 p. ED011042

5 A Report of the Business and Office Education Research PlanningConference. 1966. 116 p. ED013304

6 Program Development for Occupational Education. A Report of aNational Seminar for Leaders in Home Economics Education, March28-31, 1966. 118 p. ED011040

7 Report of a National Invitational Research Planning Conference onTrade and Industrial Teacher Education, May 23-27, 1966. 1966.197 p. ED011043 .

3.00

2.00

2.00

PUBLICATIONS (CONT.)

no. name of publication cost

8 Report of a National Seminar, "Evaluation and Program Planning inAgricultural Education," June 27-30, 1966. 1966. 129 p. ED011037

9 Health Occupations Education Centers: Report of a National Seminarheld July 11-14, 1966. 1967. ED016823

10 Guidelines for Cooperative Education and Selected Materials fromthe National Seminar held August 1-5, 1966. 1967. 255 p. ED011044

11 Systems Under Development for Vocational Guidance. 1966. 60 p.ED011039

12 Compilation of Technical Education Instructional Materials--Supplement I. April 1967. 203 p. ED012340 3.00

13 Compilation of Technical Education Instructional Materials--Supplement II. April 1967. 242 p. ED011933 3.50

14 Educational Media in Vocational and Technical Education: Reportof a National Seminar. 1967. 240 p. ED017730

15 Vocational-Technical Education: National Seminar Proceedings.1968; 283 p. VT005627 RIE 3.25

16 National Program Development Institutes in Technical Education,Summer 1967: A Compilation of Selected Presentations andInstructional Materials. 194 p. VT005628 RIE

BIBLIOGRAPHY SERIES

1 Implications of Women's Work Patterns for Vocational and TechnicalEducation: An Annotated Bibliography. 1967. 25 p. ED016812

2 Worker Adjustment: Youth in Transition from School to Work: AnAnnotated Bibliography. 1968. 135 p. VT005631 RIE

INFORMATION SERIES

Abstracts of Research and Related Materials in Vocational andTechnical Education. Fall 1967. Quarterly.

Abstracts of Instructional Materials in Vocational and Technic':,Education. Fall 1967. Quarterly.

Rotated Display of Descriptors Used by the ERIC Clearinghouse onVocational and Technical Education. 1967. 35 p.

OFF-FARM AGRICULTURAL OCCUPATIONS

1.50

3.25

9.00per year

9.00per year

1.50

Instructional Material in:

Agricultural Chemicals Technology (Course outline and eight 6.75modules) ED013894-ED013902

Agricultural Machinery--Service Occupations (Course outline andand sixteen modules) ED012761-ED012777 7.50

Agricultural Supply--Sales and Service Occupations (Course outlineand twelve modules) ED015232-ED015241 7.00

Horticulture--Service Occupations (Course outline and twelvemodules) ED013290-ED013302

Occupational Guidance for Off-farm Agriculture. FD011030 .60

Organizing to Provide Agricultural Education for Off-farmOccupations. ED011032

Planning and Conducting Cooperative Occupational Experience in Off-farm Agriculture. ED011035 1.35

Policy and Administrative Decisions in Introducing Vocational andTechnical Education in Agriculture for Off-farm Occupations. ED011033 .75

Summary of Research Findings in Off-farm Agriculture Occupations. 1.00ED015245

Vocational and Technical Education in Agriculture for Off-farmOccupations. ED011034 .75

* limited complimentary supply availableo out-of-print, available through ERIC Document Reproduction Service (EDRS)

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